DOCSLIB.ORG

Curriculum Vitae

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Curriculum Vitae MICHELLE MENTIS, Ph.D. Department of Speech, Language and Hearing Sciences Sargent College of Health and Rehabilitation Sciences Boston University 635 Commonwealth Avenue Phone: 617-353-7480 Boston , MA 02215 Email: [email protected] PROFESSIONAL APPOINTMENTS 2010-present Clinical Professor, Department of Speech, Language and Hearing Sciences, Boston University 2011-present Director, MS Program, Department of Speech, Language and Hearing Sciences, Boston University 2000-present Speech-Language Pathologist, Private Practice, Cambridge, MA. 2001/2007/2009 Adjunct Associate Professor, Department of Speech, Language and Hearing Sciences, Boston University, Boston, MA. 2000-2002 Language Consultant, The Solomon Schechter Day School of Greater Boston, Newton, MA. 1995-2000 Associate Professor with Tenure, Department of Communication Disorders, Boston University, Boston, MA. 1989-2000 Associated Faculty, Ph.D. Program in Applied Linguistics, College of Liberal Arts, Boston University, MA. 1992-2000 Special Scientific Staff, Department of Pediatrics, Boston Medical Center 1988-1995 Assistant Professor, Department of Communication Disorders, Boston University, Boston, MA. 1987 Teaching Associate, University of California, Santa Barbara, CA. 1984-1987 Teaching Assistant, University of California, Santa Barbara, CA. 1983 Audiologist, Johannesburg Hospital, Johannesburg, South Africa 1982 Lecturer and Clinical Supervisor, Department of Logopedics, University of Cape Town, South Africa, 1981 Speech and Language Pathologist, Groote Schuur Hospital, Cape Town, South Africa EDUCATION 1988 Ph.D. in Speech and Hearing Sciences. Area of Specialization: Language Science University of California, Santa Barbara 1985 M.A. in Speech Language Pathology University of California, Santa Barbara 1981 B.A. in Speech Pathology and Audiology University of the Witwatersrand, Johannesburg, South Africa AWARDS 1998 Award of Merit, Boston University Sargent College of Health and Rehabilitation Sciences for outstanding professional service within Sargent College. GRANTS Principal Investigator, “Effects of Maternal Cocaine Use on Language Development” Awarded to Boston University by the National Institute for Deafness and Other Communication Disorders, 1993-1995. Principal Investigator, “Effects of Lead Exposure on Language Development.” Boston University Dudley Allen Sargent Research Fund, 1993-1994. 1 PUBLICATIONS Mentis, M. (1998). In Utero Cocaine Exposure and Language Development. Seminars in Speech and Language: Prenatal Cocaine Exposure, 19, 147-165. Mentis, M. & Lundgren, K. (1995). Effects of prenatal exposure to cocaine and associated risk factors on language development. Journal of Speech and Hearing Research, 6, 1303-1318. Mentis, M., Briggs-Whittaker, J. & Graminga, G.D. (1995). Discourse topic management in senile dementia of the Alzheimer's type. Journal of Speech and Hearing Research, 5, 1054-1066. Mentis, M. (1994). Topic management in discourse: Assessment and intervention. Topics in Language Disorders, 14:3, 29-54. Mentis, M. (1991). Discourse topic management in normal and language-impaired children. Journal of Childhood Communication Disorders, 14, 45-66. Mentis, M. & Prutting, C.A. (1991). Analysis of topic as illustrated in a head-injured and normal adult. Journal of Speech and Hearing Research, 34, 583-595. Mentis, M. & Thompson, S.A. (1991). Discourse: A means for understanding normal and disordered language. In T.M. Gallagher (Ed.), Pragmatics of Language: Clinical Practice Issues (p 199-227). San Diego: Singular Publishing Group. Skarakis-Doyle, E. & Mentis, M. (1991). A discourse approach to language disorders. Investigating complex sentence production. In T.M. Gallagher (Ed.), Pragmatics of Language: Clinical Practice Issues (p 283-306). San Diego: Singular Publishing Group. Prutting, C.A., Mentis, M. & Zitzer, C.A. (1990). Philosophy of Science: A template for understanding our science. Language Sciences, 12, 379-392. Mentis, M. (1990). Review of "Language Disorders and Language Development" by Margaret Lahey. Journal of Applied Psycholinguistics, 11, 224-227. Prutting, C.A., Mentis, M. & Nelson, P. (1989). Critique of Siegel: The limits of science in communication disorders. Journal of Speech and Hearing Disorders, 54, 299-300. Mentis, M. & Prutting, C.A. (1987). Cohesion in the discourse of normal and head injured adults. Journal of Speech and Hearing Research, 30, 88-98. Koegel, R.L. & Mentis, M. (1985). Motivation in childhood autism: Can they or won't they? Journal of Child Psychology and Psychiatry, 26, 185-191. Mentis, M. (1981). The comprehension of deictic terms in normal and language impaired children. South African Journal of Communication Disorders, 28, 92-103. Gordon, E., Gordon, A., Gordon, L., Shapiro, M., Mentis, M., & Suchet, M. (1981). Biofeedback and Stuttering. South African Journal of Communication Disorders, 28, 105-112. REFEREED PAPERS PRESENTED AT SCIENTIFIC MEETINGS AND CONVENTIONS Mentis, M. (2012). Language Impairment in Selective Mutism: A Case Study. Poster session presented at the American Speech, Language, Hearing Association Convention, Atlanta, GA. Mentis, M. (2011). Profiles of Language Difficulty in Internationally Adopted Children. Poster session presented at the American Speech-Language Hearing Association Convention, San Diego, CA. Mentis, M. Abele, E. & Gavett, E. (1999). Pragmatic Profiles in School-Aged Children with Asperger’s syndrome. Poster session presented at American Speech-Language-Hearing Association Annual Convention, San Francisco, CA. Mentis, M., Hargrave, J., Gavett, E., & Millen, M. (1998). Effectiveness of a Functionally-Based Language Enrichment Program. Poster session presented at American Speech-Language-Hearing Association Annual Convention, San Antonio, TX. Fong, H. & Mentis, M. (1998). Time Course of Cognitive Activation in Picture Naming. American Speech-Language-Hearing Association Annual Convention, San Antonio, TX. Mentis, M. & Lundgren K. (1997). Language and Play Development in Drug-Exposed Children: Further Data. American Speech-Language Hearing Association Annual Convention, Boston, MA. Mentis, M., Hargrave, J., Gavett, E., & Millen, M. (1997). Effectiveness of a Language Enrichment Program in Three Kindergarten Classrooms. Poster session presented at American Speech-Language 2 Hearing Association Annual Convention, Boston, MA. Diamond, S. & Mentis, M. (1997). Word Naming in Moderately Head-Injured Adults. American Speech-Language Hearing Association Annual Convention, Boston, MA. Mentis, M., Bland-Stewart, L.M., & Carrico, C. (1996). Research Update: Language Abilities in Children Prenatally Exposed to Cocaine. American Speech-Language-Hearing Association Annual Convention, Seattle. Lundgren, K. & Mentis, M. (1996). Effects of Multiple Risk Factors Including Prenatal Cocaine- Exposure on Exploratory Play. American Speech-Language-Hearing Association Annual Convention, Seattle. Mentis, M., Brinton, B., Fujiki, M., & Skarakis-Doyle, M. (1995). The Pragmatic Revolution: Evolution, Current Trends and New Directions. American Speech-Language-Hearing Association Annual Convention, Orlando, FL. Mentis, M., Bland, L., Wallace, G., Wyatt, T. (1995). Language Development in African-American Toddlers Prenatally Exposed to Cocaine. American Speech-Language-Hearing Association Annual Convention, Orlando, FL. Mentis, M., Diamond, S., & Reed, L. (1994). Effects of lead exposure on language development. Annual American Speech-Language-Hearing Association Convention, New Orleans, LA. Mentis, M., Bankson, N., & Plamondon, J. (1994). Phonological development in children prenatally exposed to cocaine. Annual American Speech-Language-Hearing Association Convention, New Orleans, LA. Diamond, S. & Mentis, M. (1994). Discourse cohesion in the conversational speech of three aphasic individuals. Annual American Speech-Language-Hearing Association Convention, New Orleans, LA. Diamond, S. & Mentis, M. (1994). Language and cognitive deficits following mild head injury." Annual American Speech-Language-Hearing Association Convention, New Orleans, LA. Fong, H. & Mentis, M. (1994). A preliminary analysis of language in AIDS Dementia Complex. Annual American Speech-Language-Hearing Association Convention, New Orleans, LA. Lundgren K., & Mentis, M. (1994). Effects of prenatal cocaine-exposure on symbolic play development. Annual American Speech-Language-Hearing Association Convention, New Orleans, LA. Mentis, M., & Lundgren, K. (1993). Effects of maternal cocaine use on language development. Annual American Speech-Language-Hearing Association Convention, Anaheim, CA. Mentis, M., Whittaker, J., & Graminga, G. (1993). Discourse topic management in Alzheimer's disease. Annual American Speech-Language-Hearing Association Convention, Anaheim, CA. Mentis, M. (1990). Analysis of topic: Illustrated in a head-injured and normal adult. Annual American Speech-Language-Hearing Association Convention, Seattle. Mentis, M. (1990). Understanding discourse analysis: Overview and implications for assessment and intervention. Mini-seminar, Annual American Speech-Language-Hearing Association Convention, Seattle. Skarakis-Doyle, E., Fredeen, L., & Mentis, M. (1991). A pragmatic perspective on complex sentence production in a LD child. Canada Speech Language Pathology and Audiology Conference. Mentis, M. (1988). Perspectives on Science: A perspective. Annual American Speech-Language- Hearing Association Convention, Boston. Mentis, M. (1985). Cohesion in the discourse of normal and head-injured adults. Annual American
Load more

Recommended publications
  • A Sociolinguistic and Psycholinguistic Investigation Into Perceptions of African American English and Academic English
    MEASURING ATTITUDINAL CHANGE: A SOCIOLINGUISTIC AND PSYCHOLINGUISTIC INVESTIGATION INTO PERCEPTIONS OF AFRICAN AMERICAN ENGLISH AND ACADEMIC ENGLISH By CAROLINE KENNELLY LATTERMAN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 Caroline Kennelly Latterman 2 To Jeremy, with love, and to all of my students in Louisiana who sparked my interest in affecting education through linguistics 3 ACKNOWLEDGMENTS I have many people to thank for helping me along this journey. I would like to thank my committee: Dr. Diana Boxer, Dr. Wind Cowles, Dr. Helene Blondeau, and Dr. Dorene Ross for guiding me through the dissertation process. Diana and Wind especially gave of their time, helping me set up the experiment, reading and commenting on drafts of chapters, and offering advice all along the way. The departmental chair at the college where I collected data was a great help in offering me the ideal location to execute my experiment, and I cannot thank enough the two professors who gave me not only class time but also encouragement and professional connections. I would also like to thank all of the participants who made this experiment possible, as well as the two speakers who provided the speech samples. This study would not have taken place had I not taught my wonderful students in Baton Rouge, Louisiana, and I would like to thank them for believing in me as a teacher and for sparking my interest in this topic. Along the way I developed carpal tunnel syndrome and tendonitis in my wrists, and without the hand-therapy care of Anne-Marie Muto and John Wyler I would not have been able to continue to type this work.
    [Show full text]
  • Abdul-Hakim, I
    African American English Bibliography A Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American Vernacular English. (Doctoral dissertation, The Florida State University, 2002), Dissertation Abstracts International 64(10). (AAT 3109259) Abrahams, R. D. (1962). Playing the dozens. Journal of American Folklore, 75, 209-218. Abrahams, R. D. (1964). Deep down in the jungle...: Negro narrative folklore from the streets of Philadelphia. Hatboro, PA: Folklore Associates. Abrahams, R. D. (1970). Rapping and capping: Black talk as art. In J. F. Szwed (Ed.), Black American (pp. 132-142). New York: Basic Books, Inc. Abrahams, R. D. (1972). Joking: The training of the man of words in talking broad. In T. Kochman (Ed.), Rappin' and stylin' out: Communication in black America (pp. 215-240). Urbana, IL: University of Illinois Press. Abrahams, R. D. (1974). Black talking on the streets. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 240-262). London: Cambridge University Press. Abrahams, R. D. (1975). Negotiating respect: Patterns of presentation among black women. In C. R. Farrer (Ed.), Women and folklore (pp. 58-80). Austin: University of Texas Press. Abrahams, R. D. (1976). Talking black. Rowley, MA: Newbury House. Abrahams, R. D. (1993). Black talking on the streets. In L. M. Cleary & M. D. Linn (Eds.), Linguistics for teachers (pp. 173-198). New York: McGraw-Hill. Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36(6), 938- 957. Adger, C. T. (1994). Enhancing the delivery of services to black special education students from non-standard English backgrounds.
    [Show full text]
  • Differentiating Language Difference and Language Disorder: Information for Teachers Working with English Language Learners in the Schools
    Journal of Human Services: Training, Research, and Practice Volume 2 Issue 1 Multicultural Awareness, Knowledge, Article 2 Training & Skills 2-28-2017 Differentiating Language Difference and Language Disorder: Information for Teachers Working with English Language Learners in the Schools Raul F. Prezas PhD, CCC-SLP Jacksonville University, [email protected] Ahyea A. Jo PhD Jacksonville University, [email protected] Follow this and additional works at: https://scholarworks.sfasu.edu/jhstrp Part of the Bilingual, Multilingual, and Multicultural Education Commons Tell us how this article helped you. Recommended Citation Prezas, Raul F. PhD, CCC-SLP and Jo, Ahyea A. PhD (2017) "Differentiating Language Difference and Language Disorder: Information for Teachers Working with English Language Learners in the Schools," Journal of Human Services: Training, Research, and Practice: Vol. 2 : Iss. 1 , Article 2. Available at: https://scholarworks.sfasu.edu/jhstrp/vol2/iss1/2 This Article is brought to you for free and open access by the Human Services at SFA ScholarWorks. It has been accepted for inclusion in Journal of Human Services: Training, Research, and Practice by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. Prezas and Jo: Differentiating Language Difference and Language Disorder: Information for Teachers Working with English Language Learners in the Schools Running Head: LANGUAGE DIFFERENCE VERSUS DISORDER Differentiating Language Difference and Language Disorder: Information for Teachers Working with English Language Learners in the Schools Raul F. Prezas Jacksonville University Ahyea A. Jo Jacksonville University Author Note Correspondence concerning this article should be addressed to Raul Prezas, Department of Communication Sciences and Disorders, Jacksonville University, Jacksonville, FL 32207.
    [Show full text]
  • The Role of Language in Diverian Linguistics
    The Role of Language in Diverian Linguistics Joseph Davis New York, July 2020 The role of language writ large in linguistics has been uncertain but has tended to be minimized. It is as if the humanistic and the scientific had been at odds. Yet the role of language does not need to be minimized in linguistics. William Diver was longtime Professor of Linguistics at Columbia University. His students received Ph.D.s there from 1964 to 1992, and several remain active today. Diverian linguistics represents a way of investigating human language that is both scientific and humanistic. Diverian analyses shed light on the workings of the human language faculty while valuing the role of discourse, including literature. In this view, language is essentially a human tool comprised of meaningful signals that are employed intelligently in the communication of messages. The linguistics of Diver and his students is unique, but it developed within the intellectual context of its time, and today it continues to have insights to offer in the intellectual climate of linguistics. Linguistics before Diver Though intertwined, the fields of linguistics and literature have long been viewed as separate. Language gets used in discourse, which includes literature, and discourse relies upon language as its medium. How, though, does language work? Linguists seek to elucidate the workings of language. Literary critics seek to elucidate literature. Literature is viewed as an externalization of—or an “expression” of thought by means of—the “inner” workings of language. The two fields, then, have traditionally reflected a division between the “inner” and the “outer” perspectives with regard to language.
    [Show full text]
  • Journal of the National Black Association for Speech-Language and Hearing
    Journal of the National Black Association for Speech-Language and Hearing Volume 12, Number 1 Spring 2017 Journal of the National Black Association for Speech-Language and Hearing Volume 12, Number 1 Spring 2017 Table of Contents To navigate through this document, use the scroll bar in the right-hand column and observe the page indicator at the bottom of the screen. Cover Page ............................................................................................................................................ 1 Table of Contents .................................................................................................................................. 2 About the Editors ................................................................................................................................. 4 About the Journal ................................................................................................................................. 5 Guidelines to Authors ........................................................................................................................... 5 Manuscript Submissions ...................................................................................................................... 6 Copyrights and Permissions ................................................................................................................. 7 Sponsoring Organization ...................................................................................................................... 7 ISSN .....................................................................................................................................................
    [Show full text]
  • Asha Documents
    ASHA DOCUMENTS 1 Revised on 6/2010 ASHA Scope of Practice …………………………………………………………………………………………………..3 Background Information Standards & Implementation for the Certificate of Clinical Competence in Speech-Language Pathology ASHA Knowledge & Skills Required for the Practice of Audiologic/Aural Rehabilitation ASHA Clinical Record Keeping in Audiology and Speech-Language Pathology ASHA Knowledge & Skills Needed by Speech-Language Pathologists with Respect to Reading and Writing in Children and Adolescents III. Standards for Accreditation for Graduate Education Programs In Audiology and Speech-Language Pathology 2 Revised on 6/2010 Scope of Practice in Speech-Language Pathology Ad Hoc Committee on the Scope of Practice in Speech-Language Pathology About This Document This scope of practice document is an official policy of the American Speech-Language-Hearing Association (ASHA) defining the breadth of practice within the profession of speech-language pathology. This document was developed by the ASHA Ad Hoc Committee on the Scope of Practice in Speech-Language Pathology. Committee members were Kenn Apel (chair), Theresa E. Bartolotta, Adam A. Brickell, Lynne E. Hewitt, Ann W. Kummer, Luis F. Riquelme, Jennifer B. Watson, Carole Zangari, Brian B. Shulman (vice president for professional practices in speech-language pathology), Lemmietta McNeilly (ex officio), and Diane R. Paul (consultant). This document was approved by the ASHA Legislative Council on September 4, 2007 (LC 09-07). **** Introduction The Scope of Practice in Speech-Language Pathology includes a statement of purpose, a framework for research and clinical practice, qualifications of the speech-language pathologist, professional roles and activities, and practice settings. The speech-language pathologist is the professional who engages in clinical services, prevention, advocacy, education, administration, and research in the areas of communication and swallowing across the life span from infancy through geriatrics.
    [Show full text]
  • Technical Manual Would Not Have Been Possible Without the Support of Many People
    TECHNICAL January 2015 MANUAL A GUIDE FOR THE APPROPRIATE ASSESSMENT OF CULTURALLY & LINGUISTICALLY DIVERSE AND INTERNATIONALLY- ADOPTED INDIVIDUALS GUIDE FOR THE APPROPRIATE i BY COURTNEY CARUSO, YESENIA ASSESSMENTCONCEPCION OF-ESCANO, CLD AND AND IA INDIVIDUALS TATYANA ELLESEFF COURTNEY CARUSO - is a bilingual (English/Spanish) speech-language pathologist who has experience working with multicultural and bilingual pediatric and adult clients with an array of communication disorders and disabilities. She obtained her MS in Speech-Language Pathology with a bilingual focus from Teachers College, Columbia University. Courtney was afforded the opportunity to provide speech and language therapy services to children in Bolivia during her graduate studies. She is currently the Chair of the NJSHA Multicultural Issues Committee (MIC) and member of the NJSHA Board of Directors. Courtney works at the Adler Aphasia Center, has a private practice Liberty Speech Associates LLC, and is an adjunct clinical supervisor in the department of AUTHOR BIOGRAPHIES AUTHOR Communication Sciences and Disorders at Montclair State University. Courtney has provided guest lectures and webinars on topics including assessment of culturally and linguistically diverse individuals and assessment and treatment of monolingual and bilingual AUTHOR BIOGRAPHIES AUTHOR adults with aphasia. She has also written numerous VOICES articles on multicultural topics. YESENIA CONCEPCION-ESCANO – is a bilingual (English/Spanish) speech-language pathologist who has experience working with multicultural and bilingual individuals. She obtained her MA in Speech-Language Pathology from Kean University and obtained her bilingual extension studies from Teachers College, Columbia University. Yesenia has served on the NJSHA Multicultural Committee for the past seven years. She served as the Vice-Chair of the Committee for one year and as Chair for two years.
    [Show full text]
  • ERIH Linguistics 2011
    Linguistics (656 revistas) Category Category ISSN Journal Title Discipline 2007 2011 1243-969X Acquisition et interaction en langue étrangère Linguistics NAT NAT 1585-1923 Across Languages and Cultures Linguistics INT2 INT2 0065-1044 Acta Baltico-Slavica Linguistics NAT NAT 0418-453X Acta Classica Universitatis Scientiarum Debreceniensis Linguistics NAT 0374-0463 Acta Linguistica Hafniensia Linguistics INT2 INT2 1216-8076 Acta Linguistica Hungarica Linguistics INT2 INT2 1211-4413 Acta onomastica Linguistics NAT NAT 0001-6438 Acta Orientalia Linguistics INT2 INT2 Acta Orientalia Academiae Scientiarum Hungaricae (Acta Orientalia 0001-6446 Linguistics INT2 Hungarica) 0567-8269 Acta Universitatis Carolinae - Prague Studies in English Linguistics NAT 1441-7049 Advances in Speech-Language Pathology (correct title: IJSLP) Linguistics NAT INT2 0065-4124 Africana Linguistica Linguistics W 0002-0427 Afrika und Übersee Linguistics INT2 INT2 0874-5498 Ágora. Estudos Clássicos em Debate Linguistics NAT 1461-0213 AILA Review Linguistics INT2 1587-1061 Alkalmazott Nyelvtudomány/ Hungarian Journal of Applied Linguistics Linguistics NAT NAT 0905-4545 Almen semiotik Linguistics NAT ALSIC Apprentissage des langues & systèmes d'information et de 1286-4986 Linguistics NAT NAT communication 0569-1338 Altalános nyelvészeti tanulmányok Linguistics NAT 0277-7126 American Journal of Semiotics Linguistics INT2 0003-1283 American Speech: a Quarterly of Linguistic Usage Linguistics INT2 INT2 0165-7305 Amsterdamer Beiträge zur älteren Germanistik Linguistics INT2
    [Show full text]
  • Speech-Language Pathology Medical Review Guidelines
    Speech-Language Pathology Medical Review Guidelines American Speech-Language-Hearing Association Speech-Language Pathology Medical Review Guidelines American Speech-Language-Hearing Association General Information The Speech-Language Pathology Medical Review Guidelines, published by the American Speech-Language-Hearing Association (ASHA), were developed by the 2008 Ad Hoc Committee on Speech-Language Pathology Medical Review Guidelines, consisting of ASHA-certified speech- language pathologists Becky Cornett (chair), Diane Ross, Lynne F. Harmon, Gretchen Bebb, and Pat Ford, who developed this document in conjunction with Janet McCarty, private health plans advisor, and Neela Swanson, health care financing information coordinator. Vice President for Government Relations & Public Policy Thomas J. Hallahan served as the Board of Directors liaison and monitoring officer for the committee and Director of Health Care Economics and Advocacy Steven C. White served as consultant. Information in this publication continues to be updated by ASHA’s Health Care Economics & Advocacy Team on an as-needed basis. Copies may be obtained as follows: online: www.asha.org/practice/reimbursement/SLP-medical-review-guidelines/ e-mail: [email protected] phone: 800-498-2071 (ask to speak to a member of the Health Care Economics & Advocacy Team) Copyright © 2015 American Speech-Language-Hearing Association Table of Contents Section I ..........................................................................................................................................
    [Show full text]
  • Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines [Guidelines]
    Roles and Responsibilities of Speech- Language Pathologists in Early Intervention: Guidelines Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention Reference this material as: American Speech-Language-Hearing Association. (2008). Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Guidelines [Guidelines]. Available from www.asha.org/policy. Index terms: early intervention, newborns, infants and toddlers, developmental disorders doi:10.1044/policy.GL2008-00293 © Copyright 2008 American Speech-Language-Hearing Association. All rights reserved. Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any party for the accuracy, completeness, or availability of these documents, or for any damages arising out of the use of the documents and any information they contain. Roles and Responsibilities of Speech-Language Pathologists in Early Guidelines Intervention: Guidelines About This This guidelines document is an official statement of the American Speech- Document Language-Hearing Association (ASHA). It was developed by ASHA's Ad Hoc Committee on the Role of the Speech-Language Pathologist in Early Intervention. Members of the Committee were M. Jeanne Wilcox (chair), Melissa A. Cheslock, Elizabeth R. Crais, Trudi Norman-Murch, Rhea Paul, Froma P. Roth, Juliann J. Woods, and Diane R. Paul (ex officio). ASHA Vice Presidents for Professional Practices in Speech-Language Pathology Celia Hooper (2003–2005) and Brian B. Shulman (2006–2008) served as the monitoring officers. The ASHA Scope of Practice in Speech-Language Pathology (ASHA, 2007) states that the practice of speech-language pathology includes providing services for infants and toddlers with communication needs. The ASHA Preferred Practice Patterns (ASHA, 2004e) are statements that define universally applicable characteristics of practice.
    [Show full text]
  • Child Development
    DOCUMENT RESUME ED 225 379 FL 013 426 AUTHOR Proctor, Adele TITLE Linguistic Input: A Comprehensive Ihbliography. PUB DATE [82] NOTE 37p. PUB TYPE Reference Materials - Bibliographies(131) EDRS PRICE HF01/PCO2 Plus Postage. DESCRIPTORS Child Development; *Child Language; *CrossCultural Studies; Cultural Influences; DevelopmentalStages; Disabilities; Exceptional Persons; *Imitation; *Language Acquisition; Language Skills;*Linguistic Competence; Parent Child Relationship; Psycholinguistics; *Speech Communication; Verbal Development; Young Children ABSTRACT A comprehensive bibliography onlinguistic input in the home, clinic, and/or classroomis presented. Three general categories of materials are included:language spoken to normal children, cross-cultural studies, andlanguage spoken to special populations. Linguistic input is a term thatrefers to the special language register that parents use to addressinfants and ypung children. Typically, language directed to youngchildren is contrasted with adult-to-adultconversation. Over 100 features of "baby talk" have been reported to occur crossculturally, in different socioeconomic groups and when parentsaddress their typical children. Adults who are not parents andolder children also adjust their language level when addressinginfants and younger children. Bidirectional behaviors (i.e., adultperceptions and the child's liilguistic level) appear to interact tostimulate the use of baby talk. It is suggested there is a need todecipher these interactive behaviors to conclusively establish therelevance
    [Show full text]
  • Volume 3; Number 1; 2017 © Missouri Speech-Language
    ONLINE JOURNAL OF MISSOURI SPEECH-LANGUAGE-HEARING ASSOCIATION 2017, VOLUME 3, NUMBER 1 1 Online Journal of Missouri Speech- Language-Hearing Association Volume 3; Number 1; 2017 (OJMSHA) © Missouri Speech-Language- 2017 Hearing Association Ray, Jayanti Annual Publication of the Missouri Speech-Language-Hearing Association ONLINE JOURNAL OF MISSOURI SPEECH-LANGUAGE-HEARING ASSOCIATION 2017, VOLUME 3, NUMBER 1 2 Scope of OJMSHA The Online Journal of Missouri Speech-Language-Hearing Association is a peer-reviewed, interprofessional journal publishing articles that make clinical and research contributions to current practices in the fields of Speech-Language Pathology and Audiology. The journal is also intended to provide updates on various professional issues faced by our members while bringing them the latest and most significant findings in the field of communication disorders. The journal welcomes academicians, clinicians, graduate and undergraduate students, and other allied health professionals who are interested or engaged in research in the field of communication disorders. The interested contributors are highly encouraged to submit their manuscripts/papers to [email protected]. An inquiry regarding specific information about a submission may be emailed to Jayanti Ray ([email protected]). Upon acceptance of the manuscripts, a PDF version of the journal will be posted online during August or September. This publication is open to both members and nonmembers. Readers can freely access or cite the articles. ONLINE JOURNAL OF MISSOURI SPEECH-LANGUAGE-HEARING ASSOCIATION 2017, VOLUME 3, NUMBER 1 3 Table of Contents Research Effective teaming in AAC: A qualitative case study 8 Pamela Hart and Julie Scherz Auditory Benefits of Computer-based Music Training 21 Susan Fulton, Amanda Peluso, and Jennifer L.
    [Show full text]